


PASADENA KINDERGARTENS 
1901-1919 



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WH 2 



I9I9 



What can a pilgrim teach 
To dwellers in fairy-land? 

Truth that excels all speech 
You murmur and understand! 

Alfred Noycs. 



PASADENA KINDERGARTENS 
1901-1919 



"The things a child can make 
May crude and worthless be; 
It is his impulse to create 

Should g-ladden thee! 

The greatest things have grown 

All slowly to their prime; 
From least beginnings, vaguely known 
In farthest time." 



Pasadena, California 
April, 1919 



Pasadena Kindergartens 



JUST A WORD 

There is nothing- more difficult to define than education, he- 
cause there is nothing more protean. Creators of human thought 
and critics of systems are at variance, and properly so,— for the 
spiritual impulse of man, — that subtle, illusive essence called life, 
eludes the mere laboratory analyist. Education is large and cath- 
olic. It is in essence a mystery and incapable of precise, scientitic 
analysis. How can you think yourself out of thought? How can 
you run away from your own feet? The teacher's chief duty is to 
keep alive the spiritual impulse and adventure dominant in the 
m'nd of the child; to guide the feet of the joyous pilgrim to the 
blessed land of Discovery. The kindergartner is particularly for- 
tunate in that she stands nearest (of all teachers) to the sources of 
human life, — the joyous, and as yet uncontaminated dream and 
adventure of childhood. The kindergarten itself is important be- 
cause its work is foundational and because its children are free, 
daring, and unconventional. — abundant reason for the greatest peda- 
gogic knowledge, the finest sympathy, the most constructive en- 
thusiasm, the largest all-embracing love, of the teacher. A thous- 
and things the kindergarten teacher must l)e and Ijecome; but she 
must never forget that the beauty and loveliness and richness of 
life, is fact, only as children grow into the embodiment of purity, 
individuality, and character. 

This is not the proper place to suggest the things the kinder- 
garten should teach, even were that possible, — but I wish to call 
attention to two or three of the many cjualities which should go 
into all teaching, especially of young children. The teacher and 
the school must, first of all, teach pure truth with a joyous and 
single-minded purpose and enthusiasm. Every spiritual spark, 
every intellectual fire, every gleam of moral purpose, must be seized 
upon for the individual and the social good. The noisy life of the 
impulsive animal must be rhythmically attuned to the unfolding 
personality, as nature speaks through sea and forest. The heart 
and core of the kindergarten must be intense social sympathy, but 
the child must develop rapidly and naturally an individual con- 
science and judgment. The child does not need a definition of 
truth, he should Ijecome an embodiment of that virtue. I do not 
speak of truth in any narrow sense, but in its broad universality, its 
all-compelling and all-comprehending power to make alive. 

The kindergarten must teach also a fine sensibility of the 
beauty and sacredness of being. The teacher works with plastic 



6 Pasadena Kindergartens 

minds. — positively with words, negatively with silences, — and she 
must have as "cadets" the fragrant flowers, the singing birds, the 
running brooks, the joyous lambs. She must be keenly aware of 
the healing and the power of nature; but also of the subtle and 
marvelous influence of words, — their music, their colors, their 
individualities, their kinship. Her lessons must not be "word 
prisons," but "word homes," not the noxious poisons of the night- 
shade, but the sweet odors of the violet. The real teacher will 
transform everything she touches into beauty and power; and 
though the light may sometimes blind, it will never blast. 

The kindergarten must also have a compelling insight into 
the root righteousness of things. The teacher must know the 
truth and live it. she must recognize beauty and exhale it. But 
truth and Ijeauty are only handmaidens of good, — the law of love 
and virtue. A fine-grained teacher is an artist, but is before that a 
woman. Conventional rules and pronouncements concerning cer- 
tain habits and practices do not produce goodness. The teaching 
that is fine is the liznng example. Character is one of the things 
that cannot be defined nor analyzed. Our own conceptions of right 
and wrong are clouded l^y time and place, but virtue is independent 
of both time and place. Do not employ the de-humanized method 
of importing goodness into children; Init rather the common sense 
method of winning them into goodness. 

Jeremiah M. Rhodes. 

Superintendent of Schools 



Stars in a lilue sky, red stripes and white, 
Flag of our country, freedom and light; 
Yes we will serve thee, each do his part; 
Flag of our country, we give thee our heart! 

' The Children's Year. 



Pasadena Kindergartens 9 

AIMS AND PURPOSES OF THE KINDERGARTEN 

I. Individual development through the use of the child's 
natural impulses and interests. 

II. Social adjustment through social experiences. 

III. Enrichment and interpretation of the child's experience. 

Kindergarten Section 
Course of Study Committee Southern California. 



THE WORTH OF THE KINDERGARTEN FOR 
EVERY CHILD 

Kindergarten — child garden — even the name embodies a new 
educational ideal! Here the young child grows naturally, realizes 
his powders through expression, becomes the active agent in his 
own education. Here knowing grows out of doing, and education 
becomes a process, not of instruction — of pouring in — but of 
development. 



KINDERGARTEN MOVEMENT IN UNITED STATES 

Although not American in its origin, the kindergarten has 
proved itself particularly adaptable to American institutions. 
Kindergarten training develops independence, initiative, and ability 
to co-operate with others, which are evident needs in the making 
of citizens fitted to live under a democratic form of government. 



HOW THE KINDERGARTEN PROVIDES 
EDUCATION 

The statement is often made that 'the kindergarten is all play.' 
It is play, but at the same time it is education. The kindergarten 
means happy, all-sided development for the little children who are 
becoming interested in persons and places outside of the home 
and yet who are not ready for the formal school subjects of 
reading and writing. 

Special Committee of International Kindergarten Union. 



10 Pasadena Kindergartens 

PASADENA KINDERGARTENS 

HISTORY AND GROWTH 

In Pasadena, as in many cities, the kindergarten work was first 
introduced by private schools. The very first Pasadena kinder- 
garten was opened in 1887 by Miss Augusta Curtis. It was held 
in a little unpainted barn on Arcadia street. People often built 
their barns first in those days and then used them as temporarj' 
dwelling places. Miss Curtis converted this barn into a home, using 
the hayloft for living rooms and the downstairs for a kindergarten. 
It was a bright room and exquisitely clean, white cheese cloth 
curtains fluttered at the windows and potted geraniums stood on a 
shelf underneath. Here a dozen children went to school and 
caprice and restlessness seemed to be always directed into some 
legitimate activity by this pioneer kindergartner. At the end of 
the second year of her work in Pasadena, Miss Curtis was called 
east much to the regret of all who knew her and the work she was 
doing. During the next ten years, several other kindergarten 
teachers opened private schools in their homes. 

In the fall of 1896, the first Pasadena Kindergarten Asso- 
ciation was formed. It was the result of an earnest desire of a 
number of Pasadena women to establish a good kindergarten for 
their children. It was successfully carried on for two years in a 
house on Marengo Place and was supported by a tuition of five 
dollars per month, each pupil being pledged for a full term. There 
were about thirty children with Miss Jessie Crandall as director. 
Several women now teaching in the Pasadena schools had practice 
teaching in this kindergarten. A Mother Play class was formed at 
this time and the meetings were always well attended. They felt 
greatly honored when Miss Elizabeth Harrison from the National 
Kindergarten College addressed one of their meetings. 

A year later, a free kindergarten was established by Mr. and 
Mrs. John Smith. It was located on Bellevue Drive in an old 
Tooth Factory. Miss Mary Schaefifer organized and directed this 
work. The second year her health failed and Miss Ada Mae 
Brooks took charge until the end of the year. 

In the spring of 1900, a second association was formed. It 
was called. The Free Kindergarten and Children's Aid Association. 
This organization deserves the deepest love and respect of every 
Pasadena citizen. Doctors, lawyers, professors, teachers and an 
earnest company of mothers with their friends worked together for 
the good of all little children. They felt that every child of the 
proper age in all parts of the city should be able to attend kinder- 



Merry Christmas now is here, 
Happiest day of all the year. 
Every face with smiles is bright, 
Every heart with joy is light. 

Songs of the Chil/l If orhl. 



PaSADEXA KlNDI'RC.ARTtiNS 13 

S'arten. W'lien school opened in the fall, tlie use of vacant rooms 
in the (iarheld and Columbia schools was donated by the Board of 
Education. Miss \'isscher and Miss Underwood, who had a private 
school on South Euclid Avenue, were appointed directors of these 
kindergartens. There were no paid assistants, but some graduate 
kindergartners offered their services and Miss Florence Lawson of 
the Los Angeles State Normal School greatly aided the work with 
helpful advice and students to assist. Before the end of the first 
year, three other kindergartens were opened under the association, 
one in the Eranklin School district with Mrs. Brown as director, 
one in the Lincoln, Miss Crandall director, and the other in the 
Washington school with Miss Minnie Wood as director; so by the 
end of the first year there were five kindergartens established in 
Pasadena. These schools, after being equipped, were self support- 
ing; some children paid only twenty-five cents a week, others, two 
dollars. The aim of The Free Kindergarten and Children's Aid 
Association was not only to establish kindergartens but to have 
them l)ecome a part of the puldic school work. This could only be 
done by changing the City Charter. We read the following in a 
report made by Superintendent James D. Graham for the year 
1901-1902: "Under the provisions of our new City Charter passed 
upon January 29, 1901, kindergartens became a part of our school 
system and have been maintained in each district except the Grant. 
There arc eleven teachers. New buildings for Franklin and Lin- 
coln have ])een much appreciated," 

Today, September 1918, there are sixteen kindergartens and 
twenty-eight teachers an integral part of our public school work. 
There are ei.ght Iningalows built especially for kindergarten work, 
and this year a new kindergarten-primary building will be opened 
in connection with the Longfellow school. 

Many boys who attended the first kindergartens are now in 
France and the girls are filling positions of responsibility, but v.he 
little children still come flocking to the kindergarten doors — a 
school where they may live in a happy world of "make-believe " 



14 Pasadena Kindergartens 

LIFE OF THE KINDERGARTEN 

The curriculum of the kindergarten is the child's world. That 
which the child is interested in seeing, in doing, in talking about, in 
handling, the teacher takes and uses to lead the child onward and 
upward so that he may develop his senses and muscles into trust- 
worthy tools, increase his understanding and enrich his spirit. 

As in the past year our adult consciousness has broadened 
until we feel that the happenings in any part of the world touch us. 
that our welfare is linked with the welfare of all peoples, so the 
kindergarten child's interests have reached to other countries. The 
interest in the children of France and Belgium has given added 
value to stories of children in other lands and has made giving a 
natural happy act. In the singing of patriotic songs, in saluting 
the flag, in making gardens, the kindergarten children have learned 
to feel that they are a part of a great country. But in the making 
of citizens for the United States and the world we liave not forgot- 
ten that well developed muscles, capable hands, trained senses, the 
love of the beautiful, happy helpfulness and co-operation must be 
worked for every day if the children are to become complete, well 
rounded individuals. So with talks, stories, rhythms, games, hand- 
work, the children have had ample opportunity for genviine growth. 

In the sketches that follow we have tried to give you glimpses 
into the thought and life of the Pasadena Kindergartens. There is 
no attempt to give a complete account of the work undertaken. 
Rather, we desire to illustrate the ways in which in our schools 
through varied means, nder varyinug conditions, we try to achieve 
our purpose. 

LANGUAGE 

We have made an especial effort to develop the children's use 
and appreciation of language by giving them much opportunity for 
conversation, for re-telling of experiences and stories, and complet- 
mg each phase of the work by embodying the thought content in 
some artistic setting, as in a beautiful verse, a beautiful picture or a 
choice bit of music. In short an ideal crystallized in color, tone or 
form. 

In one kindergarten the morning circle was made most de- 
lightful and worth while through the community interest thought. 
Each child was given an opportunity through talk or story to tell 
of the thing just then most vital to him. The kindergartner felt 
this recognition of home, or community interest, gave the child 
earlier freedom of expression. No attempt was made to swing this 



He dug his garden. 
He sowed the seeds, 

He kept it watered 
And pulled the weeds. 



And when it blossomed 

With flowers gay 
He gave his mother 

The first bouquet. 

Sofiffs of a Little Child's Day 



Pasadena Kindergartens 17 

period into line with planned or seasonal theme, though it often 
came quite naturally. The worth while thing was held in prom- 
inence clarified by song, conversation, picture or dramatization and 
the children urged to find out more about this live subject for 
another day, thus stimulating powers of observation and eni;irging 
his vocabulary. Briefness was emphasized so all might sliarc, and 
the English so happily corrected, the children became kindly alert. 
By the close of the year, each child showed marked improvement 
in power to express well and briefly his interest. 



OPERA STORIES AND MUSIC 

How to present classic music to children in such a way that it 
would be remembered was solved by the presentation of the Wag- 
ner Opera Stories. The Ring Series were chosen with the story 
and music in a simplified form. 

From the very first the attention and interest of the children 
was c|uite marked. They soon learned to distinguish the different 
motifs and it was a test of great self control for the children to 
wait until the music was over before they told the names of the 
pieces being played. 

Just enough of the story was told each day so that the chil- 
dren would not become confused, and the same with the music, for 
we realized that the children could only assimilate a certain 
amount. In this way the children knew the story and could tell it 
connectedly, bringing in details which even older children might 
not remember. They had their favorites in the music and never 
grew tired of hearing them played. 

When the children heard the music they knew that they were 
not going to sing it afterwards or illustrate it in rhythm other than 
the most spontaneous, h'or instance, when the Giant motif was 
being played the children l)ecanie giants, imitating the steps of the 
giants as they walked from mountain to mountain, doing this in a 
most spontaneous manner. The moral side of the story, the 
triumph of love over hate, good over bad, was not unduly empha- 
sized, yet the children were quick to grasp this point. 

At the end of the week we felt that the children had gained 
many things. Their musical appreciation had lieen increased, also 
their ability to listen to good music; and their imagination had ])een 
quickened by the stories of elves and giants, war maidens and 
warriors. Last but not least we felt that the children had enjoyed 
it all, which made our enjoyment two fold. 



18 Pasadena Kixdergartexs 

USE OF PICTURE BOOKS WITH FOREIGN 
CHILDREN 

One of the most interesting things we have discovered in our 
work with the Spanish speaking children is the immense value of 
pictures and picture books to them and the wonderful help they are 
as an aid to teach the children English. We have a regular daily 
period for pictures and picture books at our kindergarten. We 
take the books from the puldic libraries and frec|uently exchange 
them so that the children maj- have a variety and the kind of pic- 
tures that relate to the particular subject we may be taking up. 
The children love the books and their interest in them and appre- 
ciation for them seems to steadih' grow. The time given to their 
use is time of inhnite value to them and serves somewhat the same 
use that the story period does for the American children. 



PHYSICAL CARE OF THE FOREIGN CHILDREN 

In the kindergarten for Spanish speaking children the physical 
welfare of the child is of necessity a great consideration. Many of 
the children come from homes of ignorance, dirt, and sometimes 
real poverty, so the school must as far as possible be the corrective 
agency along these lines. 

First thing in the morning all children who are underfed or 
undernourished are given warm milk, supplied by the Pasadena 
Hospital Dispensary. Once a week these children during school 
hours are sent to the dispensary to be weighed and a record of 
their progress kept. Any child with tubercular tendencies is most 
carefully watched. His temperature is taken twice a morning and 
reported to the dispensary. 

Two mornings a week are bath mornings. Then, all children 
who sadly need it, and most of them do, are given baths, and their 
heads are combed and cleaned. Every morning teeth must be 
brushed. This is entered into with as much jo3^ as a dramatic game 
or rhythmic exercise and with a vast amount of energy applied to a 
set of baby teeth. 

These are minor details of the kindergarten morning, but are 
considered of major importance in making American citizens of 
these little Mexican children, and that of course is our proposition. 
Scarcely a child can speak a w^d of English when he enters kin- 
dergarten and for weeks is too timid and diffident to try. Gradually 
by entering into the kindergarten games and activities, and with 



Bricks and mortar for money and men, 
But castles of sand for me. 



Pasadena Kindergartens 21 

unrestricted use of tlie kindergarten materials, he forti,ets himself 
and speaks luTglish almost as readily as his own native ton.yue. 
He has had his first course in Americanization. 



GOOD TIMES OUT OF DOORS 

Our first Christmas party was around an orange tree in the 
yard; the golden fruit made beautiful decorations. But even with 
the gifts the children had made and the gold and silver chains and 
stars and colored lanterns that had filled days with pleasure, it was 
not a real Christmas tree. Then we had two real firs planted, a 
little one and a big one. When one grows too large it is cut down 
and another planted, so we always have one that is just right. Only 
once has it rained so we could not have our party out of doors. 
The morning of the party the children decorate the tree and hang 
the gifts, then the Christmas songs are sung for our guests, the 
simple gifts are given to the parents, and with joyous good-byes 
we leave kindergarten for the Holiday vacation. 

The sand bed is an every day joy. With blocks, shovels and 
old tin cups it is the favorite place at recess. Many people from the 
grades are regular visitors. b^iture bakers, carpenters, bridge 
builders and engineers of tunnels and mountain roads ply their 
trades each day. 

The bars and ladders have their adherents and each day mus- 
cles grow stronger and it's a gala time when some one can do a 
new "stunt." 

The garden is always lovely with the children and their water- 
ing can. In the fall each child has his own plot of vegetables. 
In the spring it is gorgeous with sweet peas on the fence and the 
rest of the garden filled with California poppies, and great Shirley 
poppies, pink, red and v\^hite. This year we have had a wonderful 
bed of wild flowers. We bring arms full in the house for the hang- 
ing baskets. 

In our front yard we have a pergola covered with purjile 
wisteria and white cherokee roses which take turns in blooming. 
In it, are two long tables and four benches, and here we often take 
our work while the birds sing to us, and in the spring even make 
their nests among its vines overhead. 

We have the May pole on the lawn, and play many games there 
under the magnolia tree, its shiny leaves and bright seeded cones 
we string and its petals make lovely dishes, or boats for our 
aquarium. 



22 Pasadena Kindergartens 

EXCURSIONS 

A "Ford" crowded with happy youngsters, made several de- 
lightful trips. Once it was to the wonderful poppy fields, where 
after one long breath of surprise, they filled their arms with 
flowers and then drove to a nearby kindergarten to make a call. 

Again it was out to the open fields to gather wild flowers at 
Easter time, and on the return trip we made a brief call on our 
Superintendent's wife and small son and we were each treated to a 
big ripe orange from his own trees. 

Sometimes we walk down to the Arroyo with our neighbors, 
the first graders, but often alone, where we find running water, 
sand beds, frogs, pollywogs, squirrels and many birds. 

PLAY WITH OTHER GRADES 

The first graders, across the hall, run in often and we visit 
them for their reading periods or for a story C)n rainy days and 
play extra games. Many times they gather around our piano for a 
s'nging lesson or come to surprise us with their newest storj'. 

In this way we aim to make the step between the kindergarten 
and first grade just going over to learn to read and to have them 
feel they are still members of their first class, the kindergarten. 

ORCHESTRA 

During the first part of this school year, we noticed that the 
rhythmic sense of the children in our kindergarten was not nor- 
mally developed, so we decided to emphasize particularly this ])hase 
of our work. 

We feel that we gained the most marked results along this line 
through the use of a band composed of kindergarten and home 
materials, the numlier and kind of instruments used depended upon 
the children's suggestions. The drumsticks were supplied from 
the second gift, the drums from cofTee cans which the children 
brought in and covered. Horse shoes were brought in by the chil- 
dren, clappers were made by using the enlarged g!ft blocks and 
chimes were rung with harness bells and school triangles. The 
instruments used were often varied and limited by the children's 
choice, whistles, horns, rolled card])oard fifes, combs, deskbell, 
hammers, and flags for flag drills were occasionally added. 

The orchestra was always led by one of the children who 
directed through recognized movements with his baton, choosing 
piano or voice accompaniment. It was interesting to note the dif- 



Happy hearts and happy faces, 
Happy play in grassy places — 
That was how, in ancient ages, 
Children qrew to kings and sages. 



St 



cvcnson. 



Pasadena Kindergartens 2S 

fcrcncc in rc'sinirccfulncss of the leaders as in (|uiekenin,<4 and les- 
senin.q- oi time, chorus and solo work and in xohnne of sound. 

In addition to tlie results obtained, we feel that the children's 
interest and keen enjciynient was a large factor in the work. 

FREE TABLE PERIOD 

^^'e have been tr}'in,<>- from practical experiment to solve the 
prol)lem of freedom in our kindergarten this last year. 

Madam Montessori says, "No one can be free unless he is 
independent." "Needless help is an actual hindrance to the devel- 
opment of natural forces." If we believe that energies and powers 
may become self directed through the "Necessity of things, not the 
caprice of man," then we must give an opportunity for this self 
direction. 

Dr. Dewey says we must secure two factors, "initiation in the 
child's own impulses, and termination on a higher plane." The 
ch'ld is to have choice, but it is balanced and given progression by 
the teacher. 

W'e have tried to meet this by a free period and a period when 
all are handling the same material under the teacher's suprvision. 

W'e began by having a free period on Friday, but soon decided 
to have the period every day. Certain kinds and types of material 
were placed on the tables, art. constructive, and plastic, free work, 
unfin'shed work, and new material. We also had a table of books 
that the children were free to enjoy. 

The children could use floor blocks, taking what they could 
take care of and put back correctly. 

The children selected material for work suggested by any of 
these materials and other materials were added as called for. The 
results looked for from these daily, free periods were skill in hand- 
ling material, group organization, and power to make social adjust- 
ments. The children learned much from one another. If one child 
constructed something which other children admired and desired to 
make, the successful child would take pleasure in showing the 
others how he did it. This helped the teaching child to clarify and 
express his ideas and brought about close co-operation. 

This year it has been almost entirely what we would call a free 
play period, but next year we hope to really make it a "free" period 
in which children may work or play or observe, with little interfer- 
ence on the part of the teachers. This free period brings about the 
small group arrangement, and if this were carried out as it should 



26 Pasadena Kindergartens 

be, would result in more teachers being on hand to help when 
needed. 

Next year we hope to have more of "housekeeping" where 
children may play at teaparties, set the table and be responsible for 
putting things away. This would call for more low cupboards. 

The free period brings al^out a natural atmosphere and develops 
in the child ability to choose a course of action and carry it out 
himself. 



CONSTRUCTION WORK WITH WOOD 

This year we introduced construction work with wood. We 
secured a load of lumber, odd scraps, from the Pasadena Lumber 
Company. The boys in the grades were making toys at that time, — 
discarded scraps were added to our bin. The children revelled in 
this material and put it to many uses; hammers, saws, and nails 
were quickly made acquainted with this pile of wood scraps. The 
children had free scope to make anything they chose. Both groups 
of children spent two periods each week in the sloyd room. All 
the articles made which we considered really good were honored 
by being painted, or stained. One of the first things to be con- 
structed was a horse and wagon. This suggestion came to the 
child because of a discarded horse's head. The following day the 
horse and wagon were improved upon. The man on the horse was 
removed and placed in the wagon. The first table constructed was 
made of a flat board and four long nails for legs. The next day the 
tal)le received wooden pillars for supports. 

h^ollowing are some of the articles made: chairs, tables, carts, 
airships, guns, a church with cross, slides and ladders combined, 
window, red cross, T square, tooth l)rush, book-rack, benches all 
sizes, and settees. 

THE BIG BLOCKS 

Blocks as a kindergarten method of play are of value not only 
because they are a means of enjoyment but because they arouse, 
train and enlarge the child's inherent constructivencss. The new 
large blocks make possible the real use of the things built. 
Through their use the child finds that he has built well or ill as his 
work serves his purpose or fails him. Houses sufficiently large in 
which the child may really live, with gables, porches, walks and 
other embellishments are made. The children learn not only to 
build but to build with great interest, self-dependence and ingenu- 



What are you able to huild with your Ijh^cks? 
Castles and palaces, temples and docks. 
Rain may keep raining and others go roam, ■ 
But I can be happy and l)uilding at home. 

Sfez'cnson. 



Pasadena Kinderc.artexs -'J 

ity. Not only large houses are huilt, hut ta1)les on which lunches 
are served. Iieds to sleep in, chairs and bookcases. With simple 
keenness the child chooses the blocks suitable to liis purpose. 
Work unfinished today is finished tomorrow and the full i)roduct 
is the source of real i)ri(le and the stinuilus to new (leveln])nients. 

A HAPPY DAY 

One morning- we decided to give the girls a chance to i)lay as 
little girls so like to play, while the boys had a chance to play just 
as boys. The girls stayed in the kindergarten and made paper 
dolls which were made plumi) and life like with soft crumpled 
paper insides. The boys went to the sloyd room where they 
worked bus'ly making boats and airplanes from the scraps left by 
the older boys. Later the boys had vigorous play on the large 
apparatus in the school yard. At the story hour the boys chose 
their story and the girls decided on their favorite and both were 
told. It was a very happy morning and we felt that occasional 
separation in this way aided in the children's complete and natural 
development. 

PATRIOTIC WORK 

Our patriotic work in the kindergarten was three-fold: money 
contribution, salvage and Red Cross work. The organization of 
the Pasadena schools into Junior Red Cross .\uxiliaries greatly 
stimulated interest. 

Most of the children ])r(Uight their pennies, a few at a time, for 
the Red Cross box or for the French Kindergarten box. When 
they had earned their twenty-five cent fee for membership in the 
Junior Red Cross, they were very proud to wear their Red Cross 
pins. A few of the children worked at home until they had earned 
twenty-five or fifty pennies and then lirought them for thrift 
stamps. 

Salvage work is jjcrhaps the easiest work for little children lo 
participate in. Nearly every morning the floor in the center of the 
circle would have an accumulation of papers, bottles, tinfoil, lead, 
rubber, etc. 

While much of the work of the Junior Red Cross is too diffi- 
cult for kindergarten children we managed to average two or more 
periods a week on it. We cut out pictures and pasted them into 
books for children and soldiers, made paper doll sets and cut snips 
for comfort pillows. While we did no knitting at school a few^ of 



30 Pasadena Kindergartens 

the little girls learned to knit at home and brought blanket squares. 
The children really enjoyed doing this work and liked to think they 
were helping the soldiers. One little girl whose father was in 
service in I'Vance was very hopeful that he might get the scrap 
book upon which she was working. It seemed that this actual 
doing of patriotic work, beginning in this small and simple way, 
gave the children a good start toward faithful service and love for 
their country. 



PASADENA KINDERGARTEN ASSOCIATION 

The Pasadena Public School Kindergarten Association was 
organized October 3, 1907. As is well known the purpose of their 
organization was to promote co-operation between the different 
kindergartens; to keep in touch with research work along the 
efficiency of the department as an integral part of the city's edu- 
cational system; and to extend hospitality to kindergarten depart- 
ments of other cities. 

For over ten years the association has been an active organi- 
zaton. It has met once a month, sometimes twice, and has con- 
sidered subjects and problems in accordance with the original pur- 
pose of the organization. 

The association has co-operated with the Los Angeles Kinder- 
garten Club and later with the Southern California Kindergarten 
Club, and has materially aided both these organizations in raisin,.^ 
money for charitable work. 

The Kindergarten Association of Pasadena planned and secured 
Miss I'\ilnier (then of Columbia University), for summer work, 
having a six weeks' course for three successive summers. Later 
when Miss Fulmer had established herself in the west the work 
was continued for three successive summers, making the course an 
equivalent to post graduate work. 

During the past year 1917-1918 the association turned its at- 
tention to War Work. It met twice a month and sewed most 
industriously for the French Relief Society. The association sup- 
plied its own materials and at the close of the year was quite 
pleased to find that 112 garments and one complete baby outfit had 
been turned in. 

The meetings aside from being most practical were delightful 
social occasions. Dr. Rhodes from time to time met with the 
association, — and, sewed? No, read a story or told of his eastern 
trip and made the afternoon thoroughly enjoyable. 



Hi diddle unknm tarum tantum, 
Whipsee diddle dee dandy dee. 

Playing nick nack on my drum, rum tum 
Hi diddle unkum tum lum lea. 



Pasadena Kixdergartens 33 

TEACHERS' SUMMER WORK 

The elementary schools, particularh' the kinder.narteiis of 
Southern Californa. have been most fortunate in coniiny under the 
educational influence of Miss Grace I'ulmer, who like many others, 
felt "the call of the West" and is now within our Ljates. Miss 
Fulmer's work given in Pasadena during six successive summers, 
has helped us immeasurably as kindergartners to live more intelli- 
gently, hence more truly with little children. We are coming to 
better understand the child's attitude toward his environment and 
to free the child, we follow his response to this environment, what- 
ever or wherever that may be, in song, in story, on a walk, at work 
or at play with Froebelian materials (which were chosen as uni- 
versal in their adaptation to world problems) or with things far 
afield, but to follow only in so far as this response may be adjust- 
able to educational principles. For only as the responses are usable 
for greater power, — when they are a part of the "educational pro- 
cess," can they l)e truly worth while. "Educational princijjles," as 
Miss Fulmer has written in her book, "are universal, and must 
therefore find application in every department of the school 
system." What will little children do when first given a square of 
folding paper? The results will be many. From the varied folds or 
responses of the class, the kindergartner selects simple fundamentals, 
those through which a child may grow, may gain power. From the 
simple fold we call the book-fold, (a square once folded) comes the 
suggestion of book, tent, house, mountain, tunnel, etc., each needing 
some additional touch to make it more real to the child. Now w^e 
are giving the children as a class power through repeating this 
book-fold and also giving each one joy in the freedom of his selec- 
tion. He may use this fold as a book, adding leaves, as a tent, add- 
ing flag, or as a house, adding chimney. Tomorrow, he may have 
a book with blue or red cover, a book large or small, a tent white 
or khaki, small for a soldier or large for a circus; a house, gray or 
green, small for a bungalow; large for a hotel; but he is always 
gaining- power through play. 



34 



Pasadena Kindergartens 



TABLE OF COMPARATIVE STATISTICS RELATING TO 

EXPENDITURES, TEACHERS' SALARIES, COST PER 
PUPIL, ETC., IN THE KINDERGARTEN, 1907-1918 





3 H 


ure 






m 

^-j; 




;= o to 


S "m 




t. cs 5 

OJ s- ra 
P, DTj 






m M.ti 


QJ ^ 


S a> 


> C 


3 ai m-cm 




p.'cm 


P.S 


Q o 


t^-^.2 


^oS-s. 


to 

3 








i5Q = 


St per 
erage 
tendan 
ney P 
achers 




O 0) ~ 


O S^d 


>*j 3 


o 3 si 


O > +J O <D 


r^ 


^^m 


^5m 


<<Ph 


HAhQ 


u<i«;§H 


1907-08 


$13,768.22 


$12,062.75 


224 


$ 61.47 


$53.85 


1908-09 


13,770.66 


13,103.75 


213 


64.65 


61.52 


1909-10 


16.913.17 


14.809.00 


239 


70.77 


61.96 


1910-11 


19,278.89 


18.819.99 


279 


69.09 


67.45 


1911-12 


20,226.44 


19.136.88 


317 


63.80 


60.36 


1912-13 


25.119.49 


24.062.56 


424 


59.24 


56.75 


1913-14 


22.002.16 


21,672.45 


452 


48.68 


47.96 


1914-15 


37,869.52 


30.034.94 


381 


99.40 


78.83 


1915-16 


48,596.97 


28.135.00 


388 


125.25 


72.51 


1916-17 


51,369.07 


29.242.50 


364 


141.12 


80.31 


1917-18 


51,821.30 


30,438.22 


382 


135.66 


79.69 



COMPARATIVE STATISTICS 









Net 


Average 


Year 


Schools 


Teachers 


EnroUment 


Daily 
Attendance 


1901-1902 


5 


11 


325 


177 


1902-1903 


5 


12 


367 


175 


1903-1904 


:) 


12 


372 


18S 


1904-1905 


6 


14 


410 


250 


1905-1906 


7 


17 


511 


273 


1906-1907 


7 


19 


431 


202 


1907-1908 


9 


19 


486 


241 


1908-1909 


10 


21 


478 


276 


1909-1910 


11 


24 


494 


296 


1910-1911 


12 


27 


577 


336 


1911-1912 


12 


27 


653 


386 


1912-1913 


13 


33 


659 


424 


1913-1914 


14 


27 


745 


452 


1914-1915 


15 


27 


661 


381 


1915-1916 


15 


28 


712 


388 


1916-1917 


15 


* 28 


684 


364 


1^17-1918 


15 


28. 


710 . 


382 



Pasadena Kindergartens 



33 




(Sectional view) 

ALTADENA 

Opened in 1912 in a portable liungalow. It now occupies a room 
in the main Iniilding. 



Teachers: 






Flora 


Hartman . 


1911-1916 


Edith 


Phillips 


. 1911-1913 


Ethel 


H. Church 


1916-1917 


Hazel 


A. Dunlap . 


. 1917-1918 



36 



Pasadena Kindergartens 




COLUMBIA 

Opened under the Free Kindergarten Association in 1900. Occu- 
pied a room in main school building- until bungalow was 
built in 1903. 



Teachers: 

Henrietta A'isscher . 1900-1906 

Mabel Burton . . 1900-1906 

Mabel Wilson . . 1906-1912 

Mary C. Gage . . 1906-1907 

Bernice V. Gilbert . 1907-1913 

Helen L. Miller . 1912-1913 

Jessie M. Crandall . 1913-1918 

Mary Jane Howard . 1913-1918 



Pasadena Kindergartens 



37 




GROVER CLEVELAND 

Opened in 1910 when tlie new elementary school was l)nilt and still 
occupies a room in tlie main building. 



Teachers: 

Alice M. Gilbert . 1910-1912 

Florance L. McKellar . 1911-1915 

Hattie B. Schwartz . 1912-1918 



38 



Pasadena Kindergartens 




BENJAMIN FRANKLIN 

Opened under the Free Kindergarten Association in 1901. Occu- 
pied a rented room until the present bungalow was built 
in 1902. 



Teachers: 

Prudence Brown . . 1901-1906 

Alice McChesney . 1901-1903 

Annette Underwood . 1901-1904 

Florence Deitrich . 1902-1904 

Caroline West . . 1904-1907 

Grace H. Rorabach . 1905-1906 

Henrietta Visscher . 1906-1918 

Mabel Burton . . 1906-1918 

Edith Phillips . . 1907-1911 

Effie Stephen§,on . 1911-1912 



Pasadena Kindergartiins 



39 




JAMES A. GARFIELD 

Opened under the Free Kindergarten Association in 1900. Occu- 
pied a vacant room in the main school building until a special 
kindergarten building was erected in 1903. This building- 
had to be removed and now the kindergarten-priniar}- and 
domestic science departments are housed together. 



Annette Underwood 
Ada M. Brooks . . 
Jean Case .... 
Alice McChesney . 
Grace H. Rorabach . 

Villa Augur . . . 
Flora Hartman . . 
May Moore . . . 



Teachers: 

1900-1901 Mirian C. Williams 1908-1909 

1901-1907 Hazel A. Dunhip . 1909-1910 

1901-1918 Leah L. Dean . . 1911-1912 

1903- 190() Lila B. McGavock 1912 

1904-1905 Effie B. Stephenson 1912-1913 

1906-1908 Mary Lockwood . 1913-1914 

1906-1907 Jane A. White . . 1916-1917 

1907-1908 May B. Gaylord . 1917-1918 
1906-1907 



40 



Pasadena Kindergartens 




ULYSSES S. GRANT 

Opened in 1907 and occupies a room in the main building. 



Teachers: 

Caroline West 
Alice M. Gilbert 
Stella H. Wood . 
Mary C. NefiF . . 
Azalia R. Bean 
Edith E Reynolds 
Golda V. Clark . 



1907-1918 
1907-1910 
1910-1911 
1911-1912 
1912-1915 
1915-1916 
1916-1918 



Pasadena Kindergarthns 



41 




THOMAS JEFFERSON 

Opened in 1909 and occnpies a room in tlie main Iniiklint 



Teachers: 

R. Stella Knapp . . 
Miriam C. Williams 
Helen L. Miller . . 
Lila B. McGavock . 
Evelyn Bishop 
M. Gladys Ahlstrom 
Mildred L. Wheeler . 



1908-1918 
1910-1911 
1911-1912 
1912-1913 
1912-1913 
1913-1916 
1916-1918 



42 



Pasadena Kindergartens 




LAMANDA PARK 

Opened in 1908 and occupies a room in the main liuilding. 



Teachers: 

Flora Hartman . . . 1908-1911 

Laura Wood .... 1908-1914 

Vinnie Dey Ermond . 1911-1918 

Edith Phillips .... 1914-1918 



P ASAD EN A K I N I) li KC, AR T H N S 



43 




ABRAHAM LINCOLN 

Oi)cncd in l''()l under the Free Kindergarten Association and occu- 
pied a rented cottage. Later a !;)ungalow was l)uilt on the 
present school grounds. 



Teachers: 

Jessie M. Crandall 
Julia W. Griffith . 
Mabel Wilson 
Flora Hartnian 
Anna Irene Jenkins 
\'innie Dey Frmand 
Mary Jane Howard 
Bernice V. Gilbert 
Edith Phillips . . 
Hazel E. Hunt 



lWl-1013 
1901-1906 
1904-1906 
1906-1907 
1906-1907 
1907-1911 
1912-1913 
1913-1918 
1913-1914 
1915-1918 



44 



Pasadena Kindergartens 




HENRY W. LONGFELLOW 

Opened in 1913. and occupied a room in the main Iniilding until 
September, 1918, when the new kindergarten-primary huikling was 
opened. 



Teachers: 

Mary C. Neff .... 1912-1918 

Alice A. Nicholas . . 1912-1915 

Ximena H. Fundenberg 1915-1918 



Pasadena Kixuergartens 



45 




JAMES MADISON 

Opened in 1905 and occupied a room in the main 1)uilding- until the 
present bungalow was built in 1908. 



Teachers: 




Florence Dietrich 


1905-1910 


Mary C. Gage . . . 


1905-1906 


Julia W. Griffith . . 


1906-1907 


Grace H. Rorabach . 


1906-1917 


Anna C. Moulton 


1907-1909 


Marv P. Bowen . . 


1906-1907 


Louise Stokes . . . 


1909-1914 


Stella H. Wood . . 


1911-1917 


Ruth Huntington 


1913-1915 


inizabeth Grinnell . 


1915-1918 


Jane A. White . . . 


1917-1918 



46 



Pasadena Kindergartens 




WILLIAM McKINLEY 

Opened in 1904 and occupietl a room in tlie main Imilding until the 
present bungalow was built in 1908. 



Teachers: 

Annette Underwood 1904-1905 

Florence Dietrich . . 1904-1905 

Charlotte M. McCormick 1905-1918 

Margaret Morrison . 1905-1917 

Caroline West .... 1906-1907 

Maida Wellborn . . 1917-1918 



PasauI'XA Kixdergartexs 



47 



^^' 



.. .f...#^4 










THEODORE ROOSEVELT 

Opened in 1907 in the present bungalow. 



Teachers: 

Anna Irene Jenkins 
R. Stella Knapp . 
Alice A. Nicholas 
Marie Shove 
Hazel A. Dunlap 
Azalia R. Bean 



1907-1913 
1907-1908 
1908-1912 
1912-1913 
1911-1917 
1913-1918 



48 



Pasadena Kindergartens 




JUNIPERO SERRA 

Opened in 1914 



Teachers: 

Edith Waterhouse . . 1914-1917 

Zunia Lysons Hollister 1916-1918 

Clara A. Patton . . . 1917-1918 



Pasadena Kindergartens 



49 




GEORGE WASHINGTON 

Opened in 1*^^'01 under the Free Kindergarten Association and 
occupied a rented room over a store until the present liunga- 
low was built in 190 — . 



Teachers: 

Minnie C. Wood . . . 1901-1918 

Mabel Wilson .... 1901-1904 

Rose Teweles .... 1906-1918 

Bessie L. Burdick . . 1906-1907 



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